Mentoring preservice teachers in primary mathematics

Hudson, Peter B. (2009) Mentoring preservice teachers in primary mathematics. The International Journal of Learning, 16(4), pp. 119-132.

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A literature-based instrument gathered data about 147 final-year preservice teachers’ perceptions of their mentors’ practices related to primary mathematics teaching. Five factors characterized effective mentoring practices in primary mathematics teaching had acceptable Cronbach alphas, that is, Personal Attributes (mean scale score=3.97, SD [standard deviation]=0.81), System Requirements (mean scale score=2.98, SD=0.96), Pedagogical Knowledge (mean scale score=3.61, SD=0.89), Modelling (mean scale score=4.03, SD=0.73), and Feedback (mean scale score=3.80, SD=0.86) were .91, .74, .94, .89, and .86 respectively. Qualitative data (n=44) investigated mentors’ perceptions of mentoring these preservice teachers, including identification of successful mentoring practices and ways to enhance practices.

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1 citations in Scopus
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ID Code: 27496
Item Type: Journal Article
Refereed: Yes
Keywords: Mentoring, Primary Education, Mathematics, Preservice Teachers, Five-Factor Model, HERN
ISSN: 1447-9494
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Common Ground Publishing
Copyright Statement: All rights reserved. Apart from fair use for the purposes of study, research, criticism or review as permitted under the Copyright Act (Australia), no part of this work may be
reproduced without written permission from the publisher. For permissions and other inquiries, please contact
Deposited On: 23 Sep 2009 00:58
Last Modified: 29 Nov 2016 02:08

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